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Schools may adopt a cohort-based hybrid model that limits the number of students in a physical classroom at any given time.
- Common forms of this model include dividing a class into two cohorts. One cohort attends in-person school every other day and engages in asynchronous remote learning on alternate days.
- A second example of this model is the half-day approach in which each student cohort spends half the school day in-person and the other half doing asynchronous remote learning.
If this is the model the school has adopted, candidates should focus on one of the cohorts as their "small group" or "class." This is particularly important for Cycle 2 in which the learning segment of 3 to 5 lessons is to be implemented with the same student(s). If the chosen student cohort is doing synchronous work every other day, it is appropriate for the learning segment to happen on those alternating days.
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Schools may adopt a hybrid approach in which all students are engaged in synchronous learning with some learning occurring remotely and some in-person. In this model, the teacher attends to both groups simultaneously. If this is the model the school has adopted, candidates have two options:
- choose to focus on one of the groups, either the group learning remotely in a synchronous setting or the group that is in-person. For Cycle 2, the learning segment must be taught with the same students across the sequence of lessons, so only one of these groups can be the focus and not a combination of them.
- choose to document the lessons with both the remote students and in-person students simultaneously
If this is the model the school has adopted, candidates should focus on one of the cohorts as their "small group" or "class." This is particularly important for Cycle 2 in which the learning segment of 3 to 5 lessons is to be implemented with the same student(s). If the chosen student cohort is doing synchronous work every other day, it is appropriate for the learning segment to happen on those alternating days.